Đề IELTS Reading · IELTS 8020

The Book That Hides Its Own Arguments

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IELTS Academic Reading Band 7.0-8.5 14 câu Bài đọc ~943 từ 14 phút Đề 8020 tự biên soạn

Trang này có toàn văn bài đọcđủ 14 câu hỏi đúng như trong phòng thi, chia theo dạng: Matching Headings · True/False/Not Given · Multiple choice. Đáp án và lời giải từng câu không in ở đây — bạn làm bài trên máy rồi hệ thống chấm ngay khi nộp và giải thích vì sao mỗi câu đúng hoặc sai. Làm trước, đọc lời giải sau thì mới biết mình sai ở đâu; đọc đáp án trước thì đề coi như hỏng.

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Bài đọc

AA dictionary reaches the hand looking like a report on a language rather than a set of decisions about one. Its columns are even, its abbreviations uniform, and nothing in the typography preserves the arguments that ended in this word being entered and that one left out. The Bellwood Dictionary of English, proposed to a London learned society in 1861 and completed seventy years later, ran to 414,000 entries; a reader who trusts the round number may conclude that English contained 414,000 words in 1931. What the figure actually records is narrower: that one editorial board, working from one pile of evidence, judged 414,000 items worth the space a publisher had agreed to pay for. Lexicographers have never pretended otherwise. The difficulty is that the finished object conceals the reasoning, and every quarrel about how dictionaries should be made since has turned on a single question — what kind of evidence a maker is entitled to trust.

BThe method Bellwood's first editor devised has an austere logic. Between 1862 and 1928 some 1,100 volunteers read books assigned to them and copied onto paper slips any sentence in which a word seemed to be doing something worth recording; 5.1 million slips reached the editorial rooms in Clerkenwell. The slips were filed by headword, and an entry was written from the resulting pile: the earliest dated example fixed the word's first known appearance, and later ones traced how its senses had divided. Nothing entered the dictionary that a volunteer had not first found in print and a sub-editor had not then dated. The strength of the procedure is that every claim in a finished entry can be traced to a page and a year. Its weakness follows from the same design, for a slip records what struck a reader as remarkable, and the ordinary is by definition unremarkable. In sixty-six years of reading, the word ‘the’ generated fewer slips than the word ‘quiddity’.

CHelena Vasková, who directs the corpus programme at the Rendle Institute, argues that a dictionary built from slips reports the reading habits of its volunteers as faithfully as it reports the language. Her group assembled a corpus of 1.4 billion words of present-day English — newspapers, transcribed conversation, technical manuals, message boards, fiction — sampled so that each category occupies the share of the whole that surveys of national reading and speaking time assign it. Every occurrence counts once, so frequency rather than salience decides what an editor sees first, and the definite article alone accounts for one word in every sixteen. Run against Bellwood's 1931 text, the corpus showed that 26 per cent of that edition's headwords did not occur even once, while 4,300 items appearing more than fifty times per million had no entry at all. Vasková is careful about what the exercise proves: a corpus is a record of texts that happened to be collected rather than of a language, and she calls her own sampling frame “the best available guess at proportion, and no more than a guess”.

DRobert Innes, general editor of the Bellwood revision until 2018, replies that frequency answers a question lexicography was not asking. A dictionary is opened, he observes, precisely when a reader meets a word that is not familiar, so the entries that matter most are the ones a frequency list ranks lowest. From the online edition's search records he took every query logged in a single month of 2016 and matched it against Vasková's corpus: 71 per cent of the words looked up fell below one occurrence per million. Innes grants two weaknesses. His volunteers were self-selected and read what they already owned, so the slip file leaned heavily towards printed literature, and its coverage of speech was negligible until 1975. He accepts too that search records show what readers fail to understand rather than what they use, and that a month in 2016 may not resemble a month in any other year.

EThe quarrel does not stay on the page. In 2014 an appeal court settled a contract dispute by quoting Bellwood's definition of ‘promptly’, and examination boards in three countries name a dictionary edition that candidates may bring into the hall. Publishers, meanwhile, advertise each revision by the number of words it adds, while the words a revision quietly drops are counted nowhere. Vasková points out, awkwardly for her own position, that no frequency table can tell a court which of two senses a contract intended, because counting establishes what is common and not what is meant. Innes answers that the awkwardness is shared: once a definition is read as though it were law, an editor's silence about how the entry was assembled becomes a claim in itself. Both dislike the way a revision is publicised, and both say that the lexicography which reaches the public is the part that can be summarised in a figure.

FWhat has emerged is a division of labour rather than a verdict. Where a word is common, frequency is the better guide, since a corpus shows in an afternoon which of its senses now dominates and slips cannot. Where a word is rare, the citation file remains the only record of it, and no amount of sampling will supply an example that the sampling never caught. Whether one book can serve the reader who wants the ordinary described and the reader who wants the obscure explained remains open, and no method now in use settles it. What both researchers reject is the assumption that has shaped the argument since 1861: that evidence about a language either describes how it is used or prescribes how it should be, and cannot quietly be doing both.

Câu hỏi (14 câu)

Questions 1–5 · Matching headings

The passage has six paragraphs, A–F. Choose the correct heading for each of paragraphs B–F from the list of headings below. There are more headings than paragraphs, so you will not use them all. Paragraph A has been done for you: it takes the heading “The decisions that a finished page hides”, which may not be used again.

List of Headings
  1. Counting everything, and doubting the count
  2. The century it took to reach the letter Z
  3. Authority off the page, and the discomfort it brings
  4. Slips of paper, and what they never catch
  5. The decisions that a finished page hides
  6. Dividing the work instead of declaring a winner
  7. How the courts came to govern definitions
  8. A challenge from the people who look words up
  1. 1.Paragraph B
  2. 2.Paragraph C
  3. 3.Paragraph D
  4. 4.Paragraph E
  5. 5.Paragraph F

Questions 6–10 · TRUE / FALSE / NOT GIVEN

Do the following statements agree with the information given in the passage? Write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, NOT GIVEN if there is no information on this.

  1. 6.The words Bellwood's volunteers copied out most often were also the words that occur most often in English.
  2. 7.Vasková describes the proportions on which her corpus was built as no better than an estimate.
  3. 8.Headwords that no longer appear in present-day text were taken out when the dictionary was revised.
  4. 9.The evidence behind Innes's figure of 71 per cent was collected across a full year of searches.
  5. 10.Under Vasková's method, the entries Innes calls most important are not the ones an editor is shown first.

Questions 11–14 · Multiple choice

Choose the correct letter, A, B, C or D.

  1. 11.Why does the writer give the figure of 414,000 in the first paragraph?
    1. A. To show that Bellwood was far larger than any dictionary of English before it.
    2. B. To show that a total read as a fact about English records a set of choices.
    3. C. To explain why the dictionary took seventy years and several editors to finish.
    4. D. To blame the publisher for limiting how many words the editors could include.
  2. 12.What does the contrast between ‘the’ and ‘quiddity’ demonstrate?
    1. A. That volunteers disagreed among themselves about which senses deserved recording.
    2. B. That rare words were more often misdated than common ones were.
    3. C. That the file covered speech far less well than it covered print.
    4. D. That the evidence was thinnest for the words used most.
  3. 13.What does Vasková's comparison with the 1931 text establish?
    1. A. That 4,300 words common in present-day text have no entry in that edition.
    2. B. That 4,300 words in everyday use in 1931 were wrongly left out.
    3. C. That a quarter of the entries in that edition were simply mistakes.
    4. D. That Bellwood's editors took no interest in the speech of their own day.
  4. 14.What do Vasková and Innes both object to?
    1. A. The use of unpaid volunteer readers by present-day dictionary publishers.
    2. B. The claim that a corpus can settle a dispute about a contract.
    3. C. The way a revision is publicised by what it adds.
    4. D. The decision to leave speech unrecorded until after 1975.
Tự chấm giờ: đề này gợi ý 14 phút. Trong bài thi Reading thật bạn có 60 phút cho 3 passage và 40 câu, nên hãy tập bám sát mốc thời gian ngay từ khi luyện — hết giờ là kiểu mất điểm phổ biến nhất của phần Reading.

Cách làm các dạng câu có trong đề này

Matching Headings

Heading nói về ý bao trùm cả đoạn, không phải chi tiết nổi bật nhất. Đọc câu đầu và câu cuối của đoạn trước; nếu đoạn kết bằng công thức "X, not Y" thì chọn heading dựng trên X và loại mọi heading nghe giống Y.

Bẫy hay gặp nhất là heading tuyệt đối hoá: đúng chủ đề nhưng nâng giọng lên vài bậc (bài nói "mối liên hệ", heading nói "bằng chứng"). Số heading luôn nhiều hơn số đoạn — có cái sinh ra chỉ để không dùng.

Đọc kỹ hơn: cách làm dạng Matching Headings.

TRUE / FALSE / NOT GIVEN

FALSE nghĩa là bài nói NGƯỢC LẠI, không phải bài không nói. Còn NOT GIVEN nghĩa là bài im lặng về chuyện đó. Quy tắc tự kiểm rẻ nhất: khi định trả lời FALSE, hãy chỉ tay vào đúng cụm từ trong bài mâu thuẫn với phát biểu — không chỉ ra được thì đáp án là NOT GIVEN.

Các câu theo đúng thứ tự xuất hiện trong bài đọc, nên khi đã định vị được câu 3 và câu 5 thì câu 4 chắc chắn nằm giữa hai chỗ đó. Đừng đọc lại cả bài cho từng câu.

Đọc kỹ hơn: phân biệt True/False/Not Given với Yes/No/Not Given.

Multiple Choice

Loại hai đáp án sai trước, rồi mới so hai đáp án còn lại — đừng cố tìm đáp án đúng ngay từ đầu. Đáp án sai của IELTS thường sai vì một chữ: một trạng từ tuyệt đối (always, only), một chủ thể bị đổi, hoặc một quan hệ nhân quả bài không hề khẳng định.

Đáp án đúng gần như luôn là bản diễn đạt lại của câu trong bài, không phải bản chép nguyên chữ. Phương án dùng lại nhiều từ y hệt bài đọc thường là bẫy.

Đọc kỹ hơn: các dạng câu hỏi Reading khác.

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